Process Approach Writing Instruction for Low Proficiency Learners: Bridging the Gap from Keywords to Sentences

This paper explores the efficacy of Process Approach Writing (PAW) Instruction as a transformative pedagogical tool for Low Proficiency Learners (LPL) in bridging the gap from mere keywords to coherent sentences. With a primary focus on LPL, this study investigates the role of Process Approach in nurturing the fundamental stages of writing development. The Process Approach methodically guides LPL through key stages, including Brainstorming, Mind Mapping, Drafting, and Peer Feedback, thereby enabling them to witness their own growth as writers. The study underscores the significance of Process Approach in cultivating LPL's critical thinking abilities, fostering creativity in idea generation, and providing a structured path to translate abstract concepts into tangible sentences. Furthermore, it embraces the notion that mistakes are a natural part of the learning process, encouraging LPL to learn through practice rather than striving for flawless essays. This research offers valuable insights into empowering LPL to navigate the complexities of writing by laying a solid foundation, equipping them with essential skills to bridge the gap from initial keywords to well-structured sentences.